Providing+Recognition

Providing Recognition- involves giving students rewards or praise for accomplishments related to the attainment of a goal; deals with attitudes and beliefs.

generalizations about rewards: 1. rewards do not necessarily have negative effects on intrinsic motivation. 2. rewards are most effective when they are contingent upon the attainment of some standard of performance. 3. abstract recognition is more effective in improving performance than are tangible rewards.

classroom recommendations: 1. personalize recognition- a good time to do this is following the achievement of a specific performance goal. 2. use the pause-prompt-praise strategy- ask the student to pause during the difficult task, discuss the difficulty of the task, give the student specific suggestions on ways to improve the performance, if student improves, you provide praise. 3. use concrete symbols of recognition- use awards, certificates, or coupons.


 * Ref: Classroom Instruction That Works, Hill & Flynn, 2006.**

research has shown that student satisfaction and enjoyment of learning is greater when classroom environments are perceived as encouraging student involvement (Fry & Coe, 1980; Trickett and Moos, 1974), and a sense of personal responsibility (Ryan, 1982; Ryan & Grolnick, 1986), and when students themselves are committed to a sense of learning (Nicholls, 1985).


 * Ellie McAffee, ch. 4**

Guidelines for Effective Praise  **Effective Praise… **  1. Is delivered contingently.  2. Specifies the particulars.  3. Provides information.  4. Orients students toward problems solving.  5. Uses prior accomplishments.  6. Is given for noteworthy effort.  7. Attributes success to effort. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 8. <span style="color: black; font-family: 'Arial','sans-serif';">Focuses student attention.

<span style="line-height: 90%; margin: 4.8pt 0in 0pt 30.25pt; text-align: center; text-indent: -30.25pt; vertical-align: baseline;"> **<span style="color: black; font-family: 'Arial','sans-serif';">Ineffective Praise… ** <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 1. <span style="color: black; font-family: 'Arial','sans-serif';">Is delivered randomly. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 2. <span style="color: black; font-family: 'Arial','sans-serif';">Shows bland uniformity. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 3. <span style="color: black; font-family: 'Arial','sans-serif';">Rewards mere participation. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 4. <span style="color: black; font-family: 'Arial','sans-serif';">Provides no information. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 5. <span style="color: black; font-family: 'Arial','sans-serif';">Orients students toward comparing and competing. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 6. <span style="color: black; font-family: 'Arial','sans-serif';">Is given without regard to effort or accomplishment. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 7. <span style="color: black; font-family: 'Arial','sans-serif';">Attributes success to external reasons. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> 8. <span style="color: black; font-family: 'Arial','sans-serif';">Fosters exogenous attributions. <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> <span style="color: black; font-family: 'Arial','sans-serif';"> <span style="line-height: 90%; margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;">

**<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 2.5pt; text-transform: uppercase;">Prresented by Jane Cook, **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 2.5pt; text-transform: uppercase;">EASTCONN Literacy & Technology Coach **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> **<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 2.5pt; line-height: 115%; text-transform: uppercase;">Adapted from: //<span style="color: black; font-family: 'Georgia','serif'; font-size: 12pt; letter-spacing: 2.5pt; line-height: 115%; text-transform: uppercase;"> [|www.sanjuan.edu/files/filesystem/Marzano.pps] //** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– **<span style="color: black; font-family: 'Calibri','sans-serif';">People generally attribute success at any given task to one of four causes **<span style="color: black; font-family: 'Calibri','sans-serif';">: <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– **Effort** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– **Other people** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– **Ability** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– **Luck** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l1 level2 lfo2; tab-stops: list 1.0in; text-indent: -0.25in;"> § **<span style="color: #415b5c; font-family: 'Tahoma','sans-serif';">Three of these four beliefs ultimately inhibit achievement – (Covington 1983,1985) ** <span style="margin: 0in 0in 0pt 1in; mso-add-space: auto; mso-list: l0 level2 lfo1; tab-stops: list 1.0in; text-indent: -0.25in; vertical-align: baseline;"><span style="font-family: 'Arial','sans-serif';">– Examples of Recognition: **<span style="color: black; font-family: 'Tahoma','sans-serif';">Teacher Recognition ** <span style="color: black; font-family: 'Albertus MT Lt','serif';">Example 3: **“You really did a good job working through all of the steps and checking your answers for this problem. I know you’ve had difficulties with multi-step calculations before and sometimes settled for getting any answer down on paper, even if it wasn’t correct. Your determination with the third task really showed.”** <span style="color: black; font-family: 'Tahoma','sans-serif';">Example 4: **“Good job. Jackson. Keep it up.”**

June Preszler TIE September of 2007 Research Findings:

<span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò Not all students know the connection between effort and achievement <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò (Seligman, 1990,1994; Urdan, Migley, & Anderman, 1998) <span style="color: #4e3b30; font-family: 'Comic Sans MS'; font-size: 12pt; line-height: 115%; text-transform: uppercase;">Online Certificates for recognition <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò <span style="color: #4e3b30; font-family: 'Franklin Gothic Book','sans-serif';"> [] <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò <span style="color: #4e3b30; font-family: 'Franklin Gothic Book','sans-serif';"> [] <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò <span style="color: #4e3b30; font-family: 'Franklin Gothic Book','sans-serif';"> [|http://www.printablecertificateawards.com] <span style="margin: 0in 0in 0pt 0.5in; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-indent: -0.25in; vertical-align: baseline;"> Ò <span style="color: #4e3b30; font-family: 'Franklin Gothic Book','sans-serif';"> []